Could expanding English-medium education in Hong Kong schools place students like Suri Chan Tin-wing at a disadvantage? For many, the answer isn’t as straightforward as it seems. Suri, a first-year English major at the Chinese University of Hong Kong, faced a daunting challenge when tasked with writing her first creative short story—a mere 300-word assignment for her compulsory course, “Introduction to Literature.” Despite her passion for the subject, she felt ill-equipped, her vocabulary falling short of the creativity she aspired to achieve. But here’s where it gets controversial: Suri’s struggle isn’t unique. It’s a reflection of a broader educational divide in Hong Kong, where the medium of instruction (MOI) in schools can shape a student’s academic trajectory in ways most people don’t fully grasp.
During her secondary education at Yan Chai Hospital Law Chan Chor Si College in Kowloon Bay, Suri’s exposure to English was limited to science subjects like math and biology. The school, like many others, adopted Chinese as the primary medium of instruction (CMI). At 19, Suri couldn’t shake the feeling that her peers from English-medium instruction (EMI) schools had a head start—a linguistic advantage that translated into more polished, imaginative writing. “I felt hesitant from the very beginning,” she admitted. “I constantly compared my work to theirs, wondering if my story would ever measure up. My writing felt rigid, like it was stuck in a template.”
And this is the part most people miss: Suri’s experience isn’t an isolated case. Countless students from CMI schools face similar challenges when transitioning to higher education, where English proficiency becomes non-negotiable. The education sector is now buzzing with anticipation as authorities review the MOI policy, potentially allowing more junior secondary students to study in English. But this isn’t just an educational debate—it’s a political one. A veteran involved in shaping the MOI policy over the years pointed out that the decision impacts schools’ survival, adding another layer of complexity to the issue.
Is expanding English education a step toward equity, or does it risk leaving some students further behind? While proponents argue that EMI fosters global competitiveness, critics worry about the strain it could place on students already grappling with linguistic barriers. Suri’s story raises a thought-provoking question: Can Hong Kong strike a balance between preserving its cultural identity and preparing its youth for an increasingly English-dominated world? What do you think? Share your thoughts in the comments—this is a conversation that deserves to be heard.
